【ABSTRACT】Objective A Probe into the effect of diversified teaching methods in the teaching of diagnostics and clinical probation. Methods One hundred clinical undergraduates were randomly divided into experimental class(fifty students) and traditional class(fifty students). The experimental class and traditional class were taught using diversified teaching methods and traditional teaching mode

respectively. Application of problem-based learning(PBL) teaching method and resource sharing method to practice theory teaching based on the diagnostics. Application of simulation teaching methods(electronic human analogue and standardized patients(SP)) and clinical practice teaching method for clinical probation teaching. The Objective Structured Clinical Examination(OSCE) and questionnaire were used to analyze the learning effects of two classes. Result After taking diversified teaching methods

the average score of the OSCE in the experimental class (90.32±6.37，92.54±5.52，92.36±5.27，92.36±5.27，91.40±5.89，91.32±5.47) were excellent

which were obviously better than the traditional class

and the difference was statistically significant (P<0.05). The result of questionnaire showed that the students of experimental class were more satisfied than the traditional class students(P<0.05) in stimulating students’ learning interest

encouraging students to study independently

contributing to understanding and grasping the theoretical knowledge

improving students’ ability to analyze problems

solve problems and link theory and practice

and cultivating medical students with strong clinical thinking ability. Conclusions Diversified teaching methods are beneficial to cultivating students’ theoretical practice transformation ability

clinical thinking ability and independent problem solving ability .